AN ERROR ANALYSIS OF STUDENTS’ PERSONAL WRITING RECOUNT TEXT AT THE EIGHT GRADE STUDENTS OF MTs. ANNIDHOMIYAH CIREBON - IAIN Syekh Nurjati Cirebon

  

AN ERROR ANALYSIS OF STUDENTS’ PERSONAL WRITING RECOUNT TEXT

AT THE EIGHT GRADE STUDENTS OF MT s . ANNIDHOMIYAH CIREBON

(QUALITATIVE RESEARCH)

A THESIS

  

Submitted to English Language Teaching Department,

Tarbiyah and Teacher Training Faculty, Syekh Nurjati State Islamic Institute Cirebon

  

In Partial Fulfillment of the Requirements of Undergraduate Degree

By.

  

IIM IMLAKIYAH

Reg. Number 14111310026

ENGLISH LANGUAGE TEACHING DEPARTMENT

TARBIYAH AND TEACHER TRAINING FACULTY

SYEKH NURJATI STATE ISLAMIC INSTITUTE

CIREBON

  

2016

  

ABSTRACT

Iim Imlakiyah. 14111310026. AN ERROR ANALYSIS OF STUDENTS‟ PERSONAL

WRITING RECOUNT TEXT AT THE EIGHT GRADE STUDENTS OF MT s .

ANNIDHOMIYAH CIREBON (QUALITATIVE RESEARCH)

  This study is carried out to analyze the most common errors and causes of students‟ personal writing recount text made by the eighth grade student of MTs. Annidhomiyah Cirebon. This study is qualitative research. The data is presented in descriptive analysis. The technique of collecting the data is analysis the result of test personal writing recount text which made by the students and student interview. The respondents of this study are 10 students of the eight grade of Junior High School that taken by random sampling.

  Based on the findings, the common errors are found in students‟ personal writing recount text is omission, addition, misinformation, and misordering. Meanwhile the cause errors of students‟ are divided into four categories which are interlingual transfer, intralingual transfer, context of learning and the last is communication strategy.

  The result of this study shows the common errors that made by students is misinformation. The number of the highest of errors is 60% which the total of error is 109. The second error is omission which the percentage of errors is 22% with the number of error is 40. Then the third common error is addition which the percentage of errors is 11% with the total of error is 21. The lowest error is misordering which the number of error is 7% with the total is 12 errors.

  Based on the total result common of errors, the writer find the number of causes errors that made by student in their personal writing recount text. They are intralingual transfer has 46% or 106. Next cause of errors is communication strategy which has 30 % or 68. Context of learning is the third causes with the total number 14% or 31 error. The last is intrerlingual transfer which has 10% or 25 errors.

  The results of this study are important to the learning process of English. This study gives information about the ability of the students when they make writing especially in personal writing recount text and to know the difficulties faced by the student in writing personal recount text. The errors that appear in this study can help the teacher to decide strategies in teaching learning activities and for the learners can help them to know their weakness in writing personal recount text in order to they will not make same errors.

  Key words: error analysis, personal writing recount text, MTs. Annidomiyah Cirebon

  TABLE OF CONTENT

  TITLE ...................................................................................................................................... i ABSTRACT ........................................................................................................................... ii APPROVAL ........................................................................................................................... iii OFFICIAL NOTE................................................................................................................... iv LETTER OF AUTHENTICITY ............................................................................................ v RATIFICATION .................................................................................................................... vi AUTOBIOGRAPHY ............................................................................................................. vii DEDICATION....................................................................................................................... viii MOTTO .................................................................................................................................. ix ACKNOWLEDGEMENT ...................................................................................................... x PREFACE .............................................................................................................................. xii TABLE OF CONTENT......................................................................................................... xiii LIST OF CHART .................................................................................................................. xv LIST OF TABLE ................................................................................................................... xvi LIST OF APPENDICES. ..................................................................................................... xvii

  CHAPTER I INTRODUCTION

  1.1 The Background of Research Problem ................................................................... 1

  1.2 Focus of the Study .................................................................................................. 5

  1.3 Research Questions ................................................................................................ 5

  1.4 Aims of Research ................................................................................................... 5

  1.5 Significance of Research ........................................................................................ 5

  1.6 Theoretical Foundation .......................................................................................... 6

  1.6.1 Error ........................................................................................................... 6 1.

  Definition of error ................................................................................ 6 2. Classification of error ........................................................................... 6 3. Causes error ......................................................................................... 12 4. Distinction between error and mistake ................................................ 15

  1.6.2 Error Analysis. .......................................................................................... 17

  1.6.3 Writing. ..................................................................................................... 19

  1.7 Previous Study ......................................................................................................... 26

  1.8 Method of Research. ................................................................................................ 28

  1.8.1 Research Setting. ....................................................................................... 28

  1.8.2 Source of Data. .......................................................................................... 29

  1.8.3 Research Design. ....................................................................................... 29

  1.8.4 Technique of Collecting Data ................................................................... 30

  1.8.5 Instrument of Collecting Data. .................................................................. 31

  1.8.6 Steps of Research ...................................................................................... 32

  1.8.7 Technique of Data Analysis ...................................................................... 33

  1.9 Research Timeline .................................................................................................... 39

  CHAPTER II THE COMMON ERRORS OF STUDENTS‟ PERSONAL WRITING RECOUNT TEXT

  2.1 Error Identification ................................................................................................. 40

  2.2 Error Description and Explanation ......................................................................... 43

  2.3 The Common Errors .............................................................................................. 47

  CHAPTER III THE CAUSES ERROR WHICH MADE BY STUDENT IN THEIR PERSONAL WRITING RECOUNT TEXT

  3.1 Description and Analysis ........................................................................................ 52

  3.2 Explanation .............................................................................................................. 58

  CHAPTER IV CONCLUSION

  4.1 Conclusion ............................................................................................................... 60

  4.2 Suggestion ............................................................................................................... 61

  4.3 Implication .............................................................................................................. 62 BIBLIOGRAPHY APPENDICES

CHAPTER I INTRODUCTION The

  research which is entitled “An Error Analysis of Students‟ Personal Recount text (A Case Study of the Eighth Grade Students of MTs. Annidhomiyah Cirebo n)”, This study is a qualitative research. As the title of this chapter which is introduction, so in this chapter will explain the basic information of this research which are the research background, focus of the study, research formulation, aims of research, significance of research, previous studies, frame of thought, method of research, research system, the last is research timeline.

1.1. The Background of Research Problem

  In Indonesia, English is learnt as a foreign language. English has been the most important foreign language which is on the curriculum at school. It means that English as a foreign language becoming one of the subjects of the school curriculum. It is clear that curriculum tries to develop and achieve the communicative competence. The learners should be able to mastered English as requires of language skills that consist of speaking, listening, reading and writing. In order to understand about the writing skill, it is more meaningful and relevant to the student‟ lives. In this research the researcher focuses on writing skill.

  There are many definition of writing according to many experts. Linse and Nunan in Yerlina (2013: 18) state that writing is a process and product. Furthermore, Oshima and Hogue (1999: 2) say:

  “Writing is the ability to write good sentences and to organize them logically into paragraph and essays.

  ” Meanwhile, as Richards and Renandya (2002: 303) explain: There is no doubt that writing is the most difficult skill for L2 learners to master. The difficulty lies not only in generating and organizing ideas, but also in translating these ideas into readable text. The skills involved in writing are highly complex. L2 writers have to pay attention to higher level skills of planning and organizing as well as lower level skill of spelling, punctuation, word choice, and so on. From the definition above, it can be concluded that writing is productive skill where the activities working together for gathering idea, constructing the sentences to be good paragraph into textual medium by following linguistic rules. According to Gibbons in Emilia (2011:7) declare that writing is not just speech written down, writing is communication process, so the writer must give the information or the idea clearly to avoid the reader‟s misunderstanding. In addition writing is not only the activity of producing symbols of language in written form, but also a mean to deliver ideas. When people start writing, they do not only write all their ideas. They require conveying and organizing their ideas into a comprehensible text that has some meanings. They have to think how to make their ideas can be understood easily.

  It is clear that writing is often considered as the most difficult skill to be mastered than other because it is very complex. As Paul (2003: 96) in Hapsari (2011:2) states that writing is generally as the most difficult of the four skills. The difficulty is seen in generating and organizing ideas which is completed by the mastery of the aspects of writing such as grammar, spelling, word choice, punctuation, and so on, so that, in learning process, the students are not seldom for making errors or mistakes when they use English.

  Many foreign learners have the difficulties in writing; it caused by the difficulties how to explore their idea in written form. While in Writing English in Context published by SADDLEBACK EDUCATIONAL PUBLISHING (2000), writing which is talk written document involves remembering the sequence of sounds, the shapes of the letters, vocabulary, grammatical structures, and punctuation. And it‟s well known that as human beings, it‟s possible if people make an error, and it can be appeared in grammar that called grammatical error.

  So it is full problems for foreign learners, then grammar is not only one of the elements of the language but also is one of the problems for them. Grammar is important aspect that should be mastered in order to make good structured writing.

  Considering the existence of English in Junior High School ‟s school-based curriculum, the researcher

  ‟s observation shows that most of students she taught when she was doing Field Practice Program or PPL had difficulties in writing. They did many mistakes and errors in grammar, spelling, punctuation, and so on. For example, a student produced I live Cirebon instead I live in Cirebon. Another student produced I have many sisters, they is Rara, mira, and many others. In addition, the average of them have not achieved the

  Lina and Rani

  standard score criteria or KKM. These problems were also faced by the nine grade students

  Theories subject. These facts indicate that writing skill is difficult to be mastered for junior high school students.

  Grammatical errors in a foreign language cannot be avoided and it occurs naturally. In the learning process, it is a common thing. Therefore, these errors need to be studied to know the type, frequency and causes in order to find a way to avoid the errors, because the grammatical itself has an important role in making writing.

  According to Corder in Brown (2000: 217) a learner‟s errors are significant in providing to the researcher evidence of how language is learned or acquired, what strategies are employed by the learner in the discovery of the language. Then error analysis itself has two functions which are theoretical and practical aspect. A part of the methodology investigating the language learning is known as the theoretical aspect of error analysis. By investigating the language learning, it can be described the learners‟ knowledge of the target language at any particular moment in their learning in order to relate this knowledge to the teaching they have been receiving.

  In the earlier, it has been explored that error is one of the features of language learning. An error is a mistake, especially one that causes problems or affects the result of something (Hornby, 2010: 494). Many linguists assume both of them are different each other. According to James in Brown (2000: 217) an error cannot be self corrected while a mistake can be self corrected. Not only James, but also Edge (1997: 9) has the same idea of the difference between mistake and error. And Brown (2000:

  218) states that: “The fact that learners do make errors, and that these errors can be observed, analyzed and classified to reveal something of the system operating within the learner, led to a surge of study of learners‟ errors, called error analysis.”

  Since writing is a complex process, there are some problems that can be found in process of writing. The difficulties faced by students above can occur because of some causes. According to Brown

  (2000: 224), the students‟ error in writing are influenced by two major causes; interlingual and intralingual transfer.

  From the opinion above, the researcher takes errors analysis that refers to the application of grammar applied inappropriately in writing texts. means that speech texts are one of the results of writing. Writing is the most exact form of thinking (Strunk and White on Treddinick, 2008: 7).

  Here the researcher uses Error Analysis as analytic tool. There are many types of the text, such as descriptive text, recount text, narrative text, report text, and procedure text. In this time, the researcher takes recount text as the data that will be analyzed, because it is very closer to the students‟ life which retells past event that they can explore their interesting experience or unforgettable moment around them.

  According to Anderson and Anderson (1997: 48) “recount text is a piece of text which retells past events orderly and has a purpose to de scribe what have already happened”. Roison et.al (2004: 45) state that “the organization of recount text is orientation and followed by series of events, and sometimes it has evaluation or reorientation at the end of the text”.

  Generally, recount texts begin with an orientation to introduce and give the background information that is needed to guide readers‟ understanding to next part of the story. The second is Sequence of Events. This step tells the sequence events that happened in the past based on the time and place when it occurred. And the last is Re-orientation. It consists of optional closure of events or it can be stating personal comment of the writer to the story.

  In this research, the researcher uses descriptive analysis. The data is taken from the students‟ writing that made by student of MTs. Annidhomiyah Cirebon. The researcher focuses on her research at the third grade of that school. The data collected by using test. The test purposed to get student‟s product formed recount text without giving score in their writing. The data will be taken in three times of the test to make certain the student ability of their mastering grammar in writing.

  There are some existed researches that discuss about error analysis. They are Rohman Ervin Trianingsih (2010), Nurwahid (2013), Roghibah (2013), Nur Elah Amaliah (2012), and Auda Layyinatul Istibsyaroh (2014). The researcher would like to analyze Recount text in grammar aspect and prove how far grammar being used in student‟s writing correctly. Here, the research entitled

  “AN ERROR ANALYSIS OF STUDENTS’ PERSONAL WRITING

RECOUNT TEXT AT THE EIGHT GRADE STUDENTS OF MTs. ANNIDHOMIYAH

CIREBON (QUALITATIVE RESEARCH).

  1.2 Focus of the Study

  Based on the background of the research above, in order to give clarification about the research that will be examined the researcher focus on an error analysis‟ in those documents of recount texts as the main problem of the research to know how far grammar used correctly.

  1.3 Research Questions

  Based on the background above in which has explained, the researcher finds out and list several problems to be identified in this study, they are:

  1. What are the common errors which students made in their personal writing recount text based on surface sstrategy taxonomy?

2. What are the causes errors of their personal writing recount text?

1.4 Aims of Research

  The aim of the research is the purpose of the study that will obtain regarding the question of the research. Based on the problems are going to be examined above, so the aims are:

  1. To find the common errors which made by student in their personal recount text writing based on surface strategy taxonomy.

  2. To identify the causes errors which made by the students in their recount text writing.

1.5 Significance of Research

  Dealing with aims of the research which would like to be achieved, this study is expected to give some benefits to English teaching learning development. These benefits can be categorized as the followings:

1.5.1 Practical benefit

  The practical benefits that can be drawn from this discussion are expected that: 1. The result of this research can be used as the reference for teacher to improve the students‟ writing skill in making Recount Text.

2. The result of this research can be used as the reference for those who want to do the research in an error analysis area.

1.5.2 Theoretical benefit

  This study is also useful to provide a theoretical explanation related to the research problem. These theories serve as a baseline or reference point for the explanation of the research problem.

  1. This research is rich of knowledge in grammar which can be used as the theory in grammar course.

  2. This research provides the information of the student‟s error in writing recount text in teaching learning process.

1.6 Theoretical Foundation

  As the basis of doing this study, some theories which are closely related to the topic of the study are presented in this session. The theories will support this research, they are:

1.6.1 Error 1. Definition of Error

  According to Pit Corder states “Errors are the result of some failure of performance” and He also defined that Errors is a systematic deviation that made by students who have not yet mastered the rules of second language”.

  From the statement above, it shows that error is a part of foreign language learning process. Every learner who learns a foreign language, they usually make some errors both in oral and written form.

2. Classification of Error Some experts give their idea about kinds of error. They classify it into several types.

  Corder in Ellis (2008: 51) distinguishes three types of error as follow: 1)

  Pre-systematic errors occur when the learner is unaware of the existence of a particular rule in the target language. These are random.

  2) Systematic errors occur when the learner has discovered a rule but it is the wrong one.

  3) Post-systematic errors occur when the learner knows the correct target language rule but uses it inconsistently (i.e. makes a mistake).

  The other type of errors is elaborated by Dulay et al (1982: 146) who classify error into four descriptive classifications of errors. They are linguistic category, surface strategy taxonomy, comparative taxonomy, and communicative effect taxonomy.

  1) Error Types Based on Linguistic Category

  These linguistic category taxonomies classify errors according to either or both Language components include the phonology (pronunciation), syntax and morphology (grammar), semantic and lexicon (meaning and vocabulary), and discourse (style). Constituents include the elements that comprise each language component. For example, within syntax one may ask whether the error is in the main or subordinate clause; and within a clause, which constituent is affected, e.g. the noun phrase, the auxiliary, the verb phrase, the preposition, the adverb, the adjectives, and so forth.

  2) Surface Strategy Taxonomy

  They (1982: 154-155) divided the error based on surface strategy taxonomy into four categories. There are Omission, Addition, Misformation, and Misordering.

  a.

  Omission Omission errors are characterized by the absence of an item that must appear in a well-formed utterance. Content morphemes carry the bulk of the referential meaning of a sentence: Nouns, verbs, adjectives, adverbs. Language learners omit grammatical morphemes much more frequently than content words.

  Example: Mary is the president of the new company.

• Mary, president, new, company. (Content Morpheme)

   Is, the, of, the. (Grammatical Morpheme) Marry the president of the new company. (Omission of Grammatical Morpheme

• ‘is’)
• b.

  Marry is the president of the new. (Omission of Content Morpheme ‘Company’)

  Addition Addition errors are opposite of omission errors. They are characterized by the presence of an item, which must not appear in a well-formed utterance. There are three types of addition errors, namely: double marking, regularization, and simple addition.

  a) Double marking

  Double marking is two items marked for the same feature. Learners who have acquired the tensed form for both auxiliary and verb often place the marker both, as in:

  Which the correction of the sentence above is below: He doesn‟t know my name.

• We didn‟t go there.
• b)

  Regularization According to Dulay et al (1982: 157) state that

  “Regularization errors that fall under the addition category are those in which a marker that is typically added to a linguistic item is erroneously added to exceptional items of the given class that do not take a marker”.

  It means that regularization error occurs when learners add morpheme to the exceptional words, for example: Sheeps = Sheep

• Putted = Put 

  Dears = Dear

  Spended = Spent

  c) Simple addition

  There is no particular feature characterized but it uses an item that should not appear in well formed utterance. For example: Third person, singular –s

• The monkeys does not in a jungle.
• They gonna broke it.

  Irregular past tense

  c.

  Misinformation Misinformation errors are characterized by the use of the wrong form of the morpheme or structure. In misinformation errors the learner supplies something, although it is incorrect. There are three types of misinformation errors, they are regularization errors, archi-forms, and alternating forms.

  a) Regularization Errors

  Regularization errors that fall under the misformation category are those in which a regular marker is used in place of an irregular one, as in runned for ran or gooses for geese. b) Archi-forms

  The selection of one member of a class of forms to represent others in the class is a common characteristic of all stages of second language acquisition. For example:

• Me hungry

  Give me that

• That dogs

  That dog

  c) Alternating Forms

  As the learner‟s vocabulary and grammar grow, the use of archi-forms often gives way to the apparently fairly free alternation of various members of a class with each other. For example:

• Those dogs

  Those dog

• I saw him last week d.

  I seen him last week

  Misordering Misordering errors are characterized by the incorrect placement of a morpheme or group of morphemes in an utterance. For example:

  He is all the time late.

• I don‟t know what is that.
• What Daddy is doing?
• The correct utterance are: He is late all the time.
• I don‟t know what that is.
• What is Daddy doing?
• 3)

  Comparative Taxonomy The classification of errors in a comparative taxonomy is based on comparisons between the structure of L2 errors and certain other types of constructions. These comparisons have yielded the two major errors categories in this taxonomy: developmental errors and interlingual errors. Two other categories that have been used which are classifiable as either developmental or interlingual; and of course, the grab bag category, other, which are neither.

  a.

  Developmental Errors Developmental errors are errors similar to those made by children learning that target language as their first language, take. For example:

• b.

  Dog eat foods

  Interlingual Errors Interlingual errors are similar in structure to a semantically equivalent phrase or sentence in the learner„s native language. 40 Interlingual errors simply refer to L2 errors that reflect native language structure, regardless of the internal . processes or external conditions that spawned them c.

  Ambiguous Errors Ambiguous errors are those that could be classified equally well as developmental or interlingual. That is because these errors reflect the learner„s native language structure, and at the same time, they are of the type found in the speech of children acquiring a first language. For example, in the utterance:

• d.

  I have no a car

  Other Errors Few taxonomies are complete without a grab bag for items that don„t fit into any other category. For example, in the utterance: She do hungry

• 4)

  Communicative Effect Taxonomy The communicative effect classification deals with errors from the perspective of their effect on the listener or reader. It focuses on distinguishing between errors that seem to cause miscommunication and those that don„t. Errors that affect the overall organization of the sentence hinder successful communication, while errors that affect a single element of the sentence usually do not hinder communication. These errors here divided into parts, namely: a.

  Global error Global error hides communication; it prevents the learners from comprehending some aspects of message. It means that Global Error is happened in the sentence which has a big portion of violation therefore it„s difficult to be comprehended.

  b.

  Local error Errors that effect single elements (constituents) in a sentence do not usually hinder communication significantly. These include errors in noun and verb inflections, articles, auxiliaries and the formation of quantifiers.

  In order to make easier in doing this error analysis, the error should be classified. Error can be classified as interlingual and intralingual (Richards and Richard, 2010: 201). Interlingual error is an error which results from language transfer which is caused by the learner‟s native language. It also can be caused by the influence of one target language item up on another. For example a learner may produce He is comes, based on a blend of the English structures He is coming, He comes (Richards and Schmidt, 2010: 294); they (2010: 201-202) describe intralingual error as follow:

  Intralingual errors were classified as over generalizations (errors caused by extension of target language rules to inappropriate contexts), simplifications (errors resulting from learners producing simpler linguistic rules than those found in the target language), developmental errors (those reflecting natural stages of development), communication-based errors(errors resulting from strategies of communication),induced errors(those resulting from transfer of training), errors of avoidance (resulting from failure to use certain target language structures because they were thought to be too difficult), or errors of overproduction (structures being used too frequently).

  According to Tavakoli (2012:118), language errors can be classified as:  Surface strategy taxonomy This taxonomy classifies errors according to the way surface structures are altered:  Omission: skipping an item that is required in a correct utterance (I went to movie, definite article the omitted).

   Addition: adding an item that must not appear in a correct utterance (e.g., Does can he sing?).

   Misordering: the incorrect position of a morpheme in an utterance (e.g., I to the store went).

  Ellis (2003: 18) classifies errors based on surface structure as follow: omission (leaving out an item that is required for an utterance to be considered grammatical), addition (adding an item that is not required), misinformation (using the wrong form of a morpheme or structure) and misordering (putting the words in an utterance in the wrong order). Then, James (1998: 304), categories the errors in linguistics description as follow: prepositions, articles, reported speech, singular/plural, adjectives, tenses, concord (agreement), possessive case, nouns, pronouns, word order word choice and spelling). In this research, the researcher adopted

  Dulay, et all‟s theory and James‟s theory in classifying the errors.

3. Causes of Error

  Error happened because of some causes. One of obvious cause is interference from the native language. One of the strategies to prevent students from making the same errors is by looking at causes of errors itself.

  To know the causes of error in order to identify the troubles that faced by students in language learning process. Taylor in Ellis (2008: 53.) points out the source of error into four categories:

  1) Psycholinguistic sources concern the nature of the L2 knowledge system and the difficulties learners has using it in production.

  2) Sociolinguistics sources such matters as the learners‟ ability to adjust their language in accordance with the social context.

3) Epistemic sources concern the learners‟ lack of world knowledge.

  4) Discourse sources involve problems in the organization of information into a coherent “text”.

  Different from Ellis, Brown (2007: pp. 263-266) categories the source of error into interlingual transfer, intralingual transfer, context of learning and communication strategies.

  1) Interlingual transfer is the negative influence of first language. Before the previous linguistic system which can be referred by the learner. He states that interlingual transfer is a significant source of error for all learners. He explains that interlanguage is learner language, which emphasizes the separateness of a second language learners‟ system. He also defines interlingual as a system that has a structurally intermediate status between the native and target language. Interlingual is when the students of foreign language make structure deviation by the effect of their mother tongue. In other words, it is called language transfer. The difficulties occur because the features of source language and target language are different.

  2) Intralingual transfer is the negative transfer within the target language itself. In other words, it„s the incorrect generalization of rules within the target language.

  Intralingual derives when the students make ungrammatical structure since they do not have enough knowledge of their target language. Intralingual errors result from faulty or partial learning of the target language rather than language transfer. Namely, learners make mistakes because they do not know the target language very well, and have difficulties in using the target language. It can be said that students have lack knowledge of the target language. 3)

  Context of Learning is Context refers, for example, to the classroom with its teacher and its materials in the case of school learning or the social situation in the case of untutored second language learning. In a classroom context the teacher or the textbook can lead the learner to make faulty hypotheses about the language. In other words, the learners have wrong hypotheses of the teacher„s explanation or the textbook which lead them to make errors.

  4) Communication strategy is related to the learning style. Learners obviously use production strategies in order to enhance getting their messages across. However, at times these techniques can themselves become a source of error.

  Meanwhile Carl James (1998: 179-200) has idea that parallels with Brown in talking about the source of error as follows: a.

  Mother-tongue Influence: Interlingual Errors.

  The error caused by the mother tongue interference. The learners are b.

  Target Language Causes: Intralingual Errors.

  The learners in ignorance of a TL form on any level and of any class can do either of two things: The learner can set about learning the needed item, engaging the learning

• strategies.
• strategies.

  The learner can try to fill the gap by resorting to communication

  c.

  Communication Strategy-Based Errors.

  The error includes holistic strategies and analytic strategies. They are as follow: Holistic strategies, the term holistic refers to the learners‟ assumption.

• The most general term for this is approximation.
• the direct reference: this is circumlocution.

  Analytic strategies express the concept indirectly, by allusion rather than

  d.

   Induced Error

  Refers to learner errors that result more from the classroom situation than from either the students„ incomplete competence in English grammar (intralingual error) or first language interference (interlingual error). They are the result of being misled by the ways in which the teachers give definitions, examples, explanations, and arrange practice opportunities. Errors are caused by material- induced error, teacher-talk induced error, exercise-based induced error, errors induced by pedagogical priorities, and look-up errors. Furthermore John Norrish (1983: 21-26) exposes three causes of errors below: a.

  Carelessness: It is often closely related to lack of motivation. Many teachers will admit tha t it is not always the students‟ fault if he loses interest; perhaps the materials and/or the style of presentation do not suit him.

  b.

  First language interference: Learning a language (mother tongue or a foreign language) was a matter of habit information. The learners‟ utterances were thought to be gradually

  ‗shaped„ towards those of the language he was learning.

  c.

  Translation: Probably the most students make errors is translation. This happens From the explanation above, It can be highlighted that Norrish divides the cause of errors into three categories, those are Carelessness, First Language Interference and Translation which those are from the learners themselves or the teacher, and the method.

  In this research the writer uses the four main categories cause of errors based on Brown„s idea to find out the students‟ cause of error.

4. Distinction between Error and Mistake

  Some people have overlapping perception between Error and Mistake. Error and mistake technically are different. An error results from incomplete knowledge; a mistake is caused by lack of attention, fatigue, carelessness, or some other aspects of performance (Richards and Schmidt, 2010:201). Brown (2010: 217) also has the same view of the distinction of error and mistake, a mistake is considered as performance error which can be self-corrected while an error, a noticeable deviation from the adult grammar of native speaker, reflects the competence of learner.

  Further Brown (2007: 257) distinguishes between Mistake and Error. He explains that: A mistake refers to a performance error that is either a random guess or a „slip‟, in that it is a failure to utilize a known system correctly. All people make mistakes, in both native and second language situations. Native speakers are normally capable of recognizing and correcting such “lapses” or mistakes, which are not the result of a deficiency in competence but the result of some sort of temporary breakdown or imperfection in the process of producing speech. An error is a noticeable deviation from the adult grammar of a native speaker, reflecting the competence of the learner.

  It indicates that Error shows the learner„s knowledge of the target language, while

  Mistake is the learner „s temporary imperfection in process of utilizing the language.

  Meanwhile Corder in Larsen-Freman and Long (1991: 58-59) give more explanation that: Corder made a distinction between a mistake and an error, i.e.: Whereas a mistake is a random performance slip caused by fatigue, excitement, etc, and therefore can be readily self-corrected, an error is a systematic deviation made by learners who have not yet mastered the rules of the L2. A learner cannot self-corrected an error because it is a product reflective of his or her current stage of development, or underlying competence. Rather than being seen as something to be prevented, then errors were signs that learners were actively engaged in hypothesis testing which would ultimately in the

  Then Ellis (2003, 17) distinguishes error and mistake; errors reflect gaps in a learner‟s knowledge; they occur because the learner does not know what is correct. Mistakes reflect occasional lapses in performance; they occur because in a particular instance, the learners are unable to perform what they know.

  It can be concluded that Mistake is related to the students„ quality performance caused by some factors such as fatigue, lack of attention and motivation, carelessness and some other factors but it can be self-corrected because actually the students know the language„s rule when they focus on. Error is student„s deficiency competence, it means that students don„t know about the knowledge of the language at all because they have not mastered it yet therefore it can„t be self-corrected. The explanation above can be summarized in the table below.

Table 1.1 Distinction between Error and Mistake

  

Error Mistake

• Related to the students‟ deficiency Related to the students‟ quality competence. performance.
• Reflected the students‟ understanding Reflected the students‟ temporary or competence in the target language. impediment or imperfection when utilizing the target language.
• Consistent deviation.

  Inconsistent deviation

  Caused by learners who have not Caused by some factors such as fatigue, mastered yet the L2 rules. lack of attention and motivation, carelessness, etc.

• Cannot be self-corrected because the Can be self-corrected when students pay students do not know the correct of attention. the L2 rules.

1.6.2 Error Analysis

  Some experts give their opinions about EA. According to Gass and Selinker (2008: 102- 103) point out that “Error analysis provides a broader range of possible explanations than contrastive analysis for researchers/teachers to use to account for errors, as the latter only attributed errors to the NL

• –Native Language.” It means that EA is a type of linguistic analysis that focuses on the errors learners make. EA compares between the errors a learner makes in producing the Target Language and the Target Language form itself. Than Ellis and Barkhuizen (2008: 51) further explain that “Error Analysis (EA) consist of a set of procedures for identifying, describing, and explaining learner errors.” And Gorbet (1979) also explains in his journal that “The basic task of error analysis is to describe how learning occurs by examining the learner„s output.” It can be conclude that the use EA is such a tool that investigates student„s learning process in acquiring second language by identifying, describing, analyzing, and ex plaining the learner„s error.

  Dulay, et al have in line idea such the opinion above that EA movement can be characterized as an attempt to account for learner errors that could not be explained or predicted by CA or behaviorist theory, and to bring the field of applied linguistics into step which current climate of theoretical opinion

  ‖.6 It can be summed up that EA emerged to change the place of CA perception about learner„s errors which the CA was affected by behaviorist theory.